An alternative perspective on relationships, loyalty and future store choice

The purpose of this research was to provide an alternative perspective for retailers to develop relationships and loyalty. This study suggests that traditional trust and commitment theories are somewhat imperfect in predicting future store choice. Through path modelling, we introduce two additional constructs of store functional loyalty and relationship worth. These constructs together with commitment are powerful predictors of future store choice. Furthermore, the study examines the antecedents of relationships, loyalty and future store choice. We conclude with new insights and practical suggestions for retailers to build relationships, loyalty and influence customers' future store choice.

Shifting to more authentic language and literacy activity in the middle years

This paper reports on the shifts in literacy teaching and learning that occurred at a Melbourne primary school, one of twelve schools that took part in a large research project undertaken by staff at Deakin University funded by the Victorian Department of Education, Training and Youth Affairs: Middle Years Literacy Research Project. The project focused on literacy teaching, learning, and assessment of students in the middle years of schooling. Through close collaboration between the researcher and teachers at the school, significant changes were made to the language and literacy program. These changes reflected current language theory and extended the school's focus on independent learning to the area of literacy. The development of more authentic ways of assessing student learning grew out of the work in the project as teachers sought assessment practices that were consistent with their philosophy of teaching and learning. With a focus on developing authentic literacy practices, teachers developed new ways of tracking and reporting student achievement.

Pedagogical templates : a comparative study of higher order reflective making

Schon’s notion of reflection-in-action implies a constructivist process of learning, especially valid in the teaching of professional disciplines such as architecture. Action becomes the instrument of conjecture and learning arises in the context of reflection upon the act. Such a process of interleaving action and reflection constitutes a “higher-order” process of reflective making. Research in design studies has shown that strategies for making differ markedly between professional and novitiate designers. Further, such studies have shown that skilled designers employ past experience and precedents to create context for new problem situations. To address the lack of context in novitiate learning situations, we propose the use of “pedagogical templates” for the promotion of “higher-order” strategies in design learning contexts for supporting beginning design students. We focus on the use of digital media, specifically for the design, implementation and delivery of constructive learning situations. This paper presents the use of a pedagogical template in the creation of constructivist contexts for two complementary courses, a traditional design studio and a computer modelling course at Deakin University. The resulting implications for design learning and the integration of physical and digital forms of making through the use of a pedagogical template are discussed.

Effects of starvation and water quality on the purging process of farmed Murray cod ( Maccullochella peelii peelii )

The aim of this study was to determine the effects of starvation and water quality during the purging process on the biometric parameters, fatty acids, and flavor volatiles of Murray cod farmed in a recirculation system. Market size Murray cod, at the end of the grow-out stage, were divided into eight treatments. The treatments were either fed/starved (F or S) and kept in clean water (CW: CWF2, CWS2, CWF4, and CWS4) or fed/starved and kept in recycled water (RW: RWF2, RWS2, RWF4, and RWS4) for either 2 or 4 weeks. Fish were sampled at 0, 2, and 4 week intervals. Food deprivation was responsible for a significant (P < 0.05) weight loss compared to that of fed treatments. The same was observed for the condition factor (K), hepatosomatic index (HSI), and dress-out percentage (DP). No significant changes were, however, observed in the visceral fat index (VFI). Saturated fatty acids (SFA) were highest in RWF4 and lowest in CWS4 (P < 0.05), while monounsaturated fatty acids (MUFA) were lowest in CWF4 (P < 0.05). Starvation did not affect the flavor volatile compounds, which were mainly affected by changes in water quality. Specifically, total aldehyde (% w/w) content was significantly (P < 0.05) affected by water quality, but the time of purging was not responsible for any noteworthy differences. This study was able to separate the effects of starvation and water quality, in the purging process, on the final eating quality of farmed market size Murray cod. It is concluded that because of the inevitable weight loss during starvation, Murray cod should be fed during the purging stage but kept in clean water and deprived of food only for the time necessary to empty the gastro-intestinal tract.

Designing blended learning in higher education : the neomillenial learner and mediated immersion

Blended learning as a term and a learning approach is still being refined, at times debated as a legitimate area of research, at times seen as the answer to the conundrum and challenges of the digital learner. Is it the Emperor’s new clothes? As Morrison (2003) suggests, blended learning could be seen as an uncertain or unsure strategy, or alternatively a way to find a solution to promises given for e-learning. Three case studies within this paper explore the possibilities of e-learning within a work-based framework. Elements of ‘neomillenial learning styles’ (Dede in Educause Quarterly vol 28 No 1 2005) reflected by students in postgraduate coursework programs provided the challenge and stimulation of designing and facilitating e-learning components, incorporating experiential or action learning with ‘associational’ approaches rather than linear ones. The journey to virtual simulations such as the postgraduate Newlandia incorporates the learner perspective, or how to activate neomillenial learning styles; blended learning with online and face-to-face community activist groups working for solutions to a water problem; and a virtual scenario which can appeal to and engage an internationalised user group. Do Dede’s neomillenial learners synthesise and process experiences rather than (or as well as) information? Is this mediated immersion a part of Newlandia’s applicability to the modern learner? The student teams of community activists and project managers described in the case studies incorporate a potent mix of learning styles, nationalities and backgrounds, expectations, interpersonal and technical skills and indicate a trend in millennial learners towards a community of knowledge which is collaborative, mobile and group-focused.

Generation of statements for the development of clinical indicators for mental heath nursing in New Zealand : achieving a bicultural focus

Aim : In this paper, the first of 4 stages of a large study aiming to develop culturally and clinically valid clinical indicators to flag the achievement of mental health nursing standards of practice in New Zealand are described.

Methods : A bicultural design was employed throughout the research project to ensure that nurses' views of practice and the cultural differences between New Zealand's indigenous Maori and non-Maori peoples could be identified. Accordingly, separate focus groups of Maori- and non-Maori-experienced mental health nurses were asked to develop lists of statementd reflective of the Australian and New Zealand College of Mental Health Nurses' Standards of Practice in New Zealand.

Results : The focus group participants produces 473 statements, which were synthesized into 190 clinical indicator statements. In keeping with the bicultural research design, Maori and non-Maori data were analysed separately until the data were merged to provide a single set of indicator statements. Although both Maori and non-Maori groups wrote statements relevant to clinical practice, there was a difference in the way the 2 groups addressed cultural issues. The Maori focus group wrote statements about cultural issues for 4 of the 6 Standards of Practice, whereas the non-Maori focus group participants wrote statements about cultural issues for only the Standard focusing on cultural safety.

Conclusion : The research design of this project in mental health nursing was unique in that it sought the perspectives of both indigenous and non-indigenous nurses about quality mental health nursing practice related to the professional standards of practice. The involvement of Maori and non-Maori mental health nurses enhanced the cultural and clinical validity of the study and the obtained from it. The bicultural approach adopted for the study highlights the need for more mental health nursing research involving indigenous partners.

Practical application of the Delphi technique in a bicultural mental health nursing study in New Zealand

Background. Numerous studies have employed the Delphi technique to seek expert opinion about aspects of clinical practice. When researching literature on the Delphi technique, however, we discovered discrepancies in its application, and a lack of detail when reporting design, administration, and analysis methods. Such lack of specificity hinders the replicability and assessment of the clinical and cultural validity and reliability of Delphi studies.

Aim. The aim of this paper is to detail the practical application of the Delphi technique as a culturally and clinically valid means of accessing expert opinion on the importance of clinical criteria.

Methods. Reference is made to a bicultural New Zealand mental health nursing clinical indicator study that employed a three-round reactive Delphi survey. Equal proportions of Maori and non-Maori nurses (n = 20) and consumers (n = 10) rated the importance of 91 clinical indicator statements for the achievement of professional practice standards. Additional statements (n = 21) suggested by Delphi participants in round 1 were included in subsequent rounds. In round 2, participants explained the rating they applied to statements that had not reached consensus in round 1, and summarized responses were provided to participants in round 3. Consensus was considered to have been achieved if 85% of round 3 ratings lay within a 2-point bracket on the 5-point Likert-scale overall, or in one of the Maori nurse, non-Maori nurse, or consumer groups. A mean rating of 4·5 after round 3 was set as the importance threshold.

Findings. Consensus occurred overall on 75 statements, and within groups on another 24. Most statements (n = 86) reached the importance benchmark.

Conclusions. When rigorous methods of participant selection, group composition, participant feedback, and determination of consensus and importance are employed, the Delphi technique is a reliable, cost-effective means of obtaining and prioritizing experts judgements.

New Zealand development and trial of mental health nursing clinical indicators - a bicultural study

This paper describes the development and validation of bicultural clinical indicators that measure achievement of mental health nursing practice standards in New Zealand (ANZMCHN, 1995, Standards of practice for mental health nursing in New Zealand. ANZCMHN, Greenacres). A four-stage research design was utilised including focus groups, Delphi surveys, a pilot, and a national field study, with mental health nurses and consumers as participants. During the national field study, consumer files (n=327) from 11 District Health Boards, and registered nurses (n=422) completed an attitude questionnaire regarding the regularity of specific nursing and service activities. Results revealed a variation in the mean occurrence of the clinical indicators in consumer case notes of 18.5–89.9%. Five factors with good internal consistency, encompassing domains of mental health nursing required for best practice, were derived from analysis of the questionnaire. This study presents a research framework for developing culturally and clinically valid, reliable measures of clinical practice.